scholarly journals Skriveramme som støtte i arbeidet med fagskriving? Studie av 8. klasse elevers tekstskaping i samfunnsfag

2016 ◽  
Vol 10 (1) ◽  
pp. 3
Author(s):  
Anne Kristine Øgreid
Keyword(s):  
Social Studies ◽  
Writing Instruction ◽  
Writing Process ◽  
Writing Pedagogy ◽  
Text Structure ◽  
Teaching Writing ◽  
Writing Project ◽  
Video Observations ◽  
8Th Grade ◽  
The Subject

Bruk av formmønster blir jevnlig diskutert som støtte i skriveopplæringen. Hensikten med denne studien er å undersøke sammenhengen mellom lærerens undervisning der bruk av skriveramme inngår, og elevtekster i et skriveprosjekt i en 8. klasse i samfunnsfag. Skriveprosessen er studert og beskrevet gjennom observasjonsnotater og video-opptak, og elevenes tekster er samlet inn som sluttprodukt og tolket i lys av prosesssen rundt skriverammen. Med utgangspunkt i måten skriverammen er realisert i elevenes tekster, kan tekstene sorteres i fire kategorier: 1) Rammen er integrert, 2) Rammen er uthevet, 3) Rammen overskrides og 4) Ingen ramme. Gjennom å sammenligne tekster der rammen ikke synes å ha hatt betydning for tekstskapingen, kategori 4, med de andre kategoriene, diskuteres rammens støtte både ut fra skrivepedagogisk og historiefaglig perspektiv. Undersøkelsen av tekstene i de tre første kategoriene tyder på skriverammen har fungert som støtte, ikke bare i forbindelse med tekstoppbygging, men også som en katalysator for innholdsgenerering og faglig forståelse. Bruk av rigide rammer i skriveopplæringen er kritisert for å fremme en instrumentell og sjangerformalistisk skrivepedagogikk kjennetegnet av reproduksjon og imitasjon av tekstmønstre. Dette ser her ut til å motvirkes av lærerens innramming av skriverammen i en skriveprosess som er kjennetegnet av sterk lærerstyring, steg-for-steg-metodikk og gjennomgående dialog mellom lærer og elever.Nøkkelord: fagspesifikk literacy, literacydidaktikk, skriving i samfunnsfag, skriverammeAbstractTeaching form and the use of models are frequently discussed as a means of supporting school writing instruction. This study investigates the relation between teaching which incorporates the use of writing frames and student texts produced in a writing project conducted in a 8th grade Social Studies classes in a Norwegian lower secondary school. The writing process is examined and described based on observation notes and video observations. The students’ final text products are collected and analyzed in light of the process surrounding the use of the writing frame. The texts are sorted into four categories, according to how the writing frame is utilized: 1) Integrated frame, 2) Emphasized frame, 3) Exceeded frame and 4) No frame. By comparing the texts from category 4, where the writing frame seems to have no significance for the text form, with the other categories, the writing frame as scaffolding is discussed both from the perspectives of teaching writing and teaching subject content. The examination of the texts in categories 1-3 indicates that the writing frame has functioned as scaffolding, not only connected to text structure, but also as a catalyst for the understanding and production of the subject matter. The use of rigid frames in writing instruction has been criticized for promoting an instrumental and formalistic writing pedagogy, characterized by reproduction and imitation. In this case, these effects seem to be counteracted by incorporating the writing frame in a writing process where the teacher strongly but gradually guides the students in a continuously dialogical manner.Key words: disciplinary literacy, literacy didactics, writing in Social Studies, writing frame

scholarly journals The Use of Visual Media in Teaching Writing

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Suhartono Suhartono ◽  
Iranada Laraswati
Keyword(s):  
Writing Process ◽  
Visual Media ◽  
Female Students ◽  
Narrative Text ◽  
Teaching Writing ◽  
English Teacher ◽  
Simple Sentence ◽  
The Subject ◽  
Simple Sentences ◽  
Interview Questionnaire

Writing is the difficult skill in learning English. To make students get the idea in writing easily the teacher should be creative and innovative. The Application of visual media can help students get idea easily. This research aimed at knowing the application of visual media and the students’ responses in teaching writing to eleventh grade students of SMAMuhammadiyah Kediri.This qualitative research took place in SMAMuhammadiyah Kediri. The subject of this research was the eleventh grade students that consist of 17 male and 15 female students. In order to collect the data , observation, interview, questionnaire and the documentation were used. The application of visual media helped the students write easily. The teacher applied visual media to help the students write good sentences.The theme of the material is narrative  text and the teacher applied picture series. The activity was  devided into three steps (pre,whilst,post) start from make a simple sentence based on the picture series then compose a paragraph based on the simple sentences. By using visual media application in teaching writing the students gave good responses. They paid attention to the teacher’s explanation very well anddidthe task one by one. The students got more vocabulary, creativity in writing process. It deals with 67.76% students answered yes and 32.24% students answered no. It can be concluded that visual media application in teaching writing helps the students write easily as it helps the students to be more creative in finding the ideas and developing vocabulary. So it is suggested to the English teacher to improve the material, use this media in teaching other skills and. For the further researcher it is hoped that this research can give more information and contribution in conducting similar topic of discussion. 

Instructional Recommendations for Teaching Writing to Exceptional Students

1988 ◽  
Vol 54 (6) ◽  
pp. 506-512 ◽  
Author(s):  
Steve Graham ◽  
Karen R. Harris
Keyword(s):  
Writing Instruction ◽  
Writing Process ◽  
Present Knowledge ◽  
Teaching Writing ◽  
Exceptional Students ◽  
Writing Program ◽  
Teaching Of Writing

This article addresses the teaching of writing, an often overlooked area in the education of exceptional students. Ten recommendations for developing an effective writing program are presented. These recommendations are based on current conceptualizations of the writing process, effective principles of writing instruction, and present knowledge of exceptional students' writing capabilities.

scholarly journals For the Love of Writing: Writing as a Form of (Self-) Love

2021 ◽  
Vol 2 (1) ◽  
pp. 16-24
Author(s):  
Gabrielle Isabel Kelenyi
Keyword(s):  
Lived Experience ◽  
Writing Instruction ◽  
Writing Process ◽  
Literacy Education ◽  
Teaching Writing ◽  
School Contexts ◽  
Writing Processes

In this paper, I describe my writing process and theorize it as an act of self-love by examining what makes writing hard for me and what makes it easy for me; additionally, I present a brief argument for teaching writing as or for love as a manner by which to avoid (re)producing systemic inequities in literacy education. As such, this autoethnography aims to inform readers of my lived experience as a writer and, in so doing, share ways in which writing instruction in school contexts can help students develop individualized writing processes that help them love writing even when it’s hard.

scholarly journals THE EFFECT OF SELF-EDITING ON WRITING SKILL OF TWELFTH GRADE STUDENTS OF SMAN 1 LUBUKLINGGAU

2017 ◽  
Vol 2 (1) ◽  
pp. 251
Author(s):  
Rismar Riansih
Keyword(s):  
Writing Instruction ◽  
Writing Process ◽  
Average Score ◽  
Writing Ability ◽  
Writing Skill ◽  
Teaching Technique ◽  
Twelfth Grade ◽  
The Subject ◽  
Mastery Criteria ◽  
Text Writing

Self-editing has been considered an important part of writing process that helps improving writing ability and yet become a better writer. This is because by having self-editing, the students are able to recognize their own errors in their composition. Therefore, this current study was conducted to investigate the effect of self-editing on writing skill of twelfth grade students of SMAN 1 Lubuklinggau. The subject of this study consisted of 34 students of grade XII IPA 3. It was found that after experiencing the writing instruction with self-editing, the students� writing skill improved significantly. The students have been very enthusiastic towards the teaching technique. Their score in writing increased from pre-test to the end of cycle II. �The result of pre-test showed that the average was 68. From 34 students in the class, only 7 students got the score�� above 79 and 27 students got the score bellow 79. In addition, in cycle I, the students who got the score above Minimum Mastery Criteria were 12 or 35, 29% and those who got below the Minimum Mastery Criteria that were 22 or 69, 71%.� The average was 75. Finally, in cycle II, the students who got score above Minimum Mastery Criteria were 30 or 88. 24% and those who got below Minimum Mastery Criteria were 4 or 11. 76%.� The average score was 81.32. Hence, it can be concluded that self-editing is indeed effective in improving the writing performance of the students. In addition, they could make further revisions on their own errors. Through self-editing, the students were willing to provide further support to peers and learn from each other in the process of writing.Keywords: Self-editing, Discussion text, Writing

scholarly journals STUDENTS’ CHOICES ON TOPICS PUBLISHED IN PROJECT IBUNKA AND THEIR RATIONALES (A CASE STUDY )

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Elis Homsini Maolida ◽  
Gilang Mustika
Keyword(s):  
Writing Process ◽  
Teaching Writing ◽  
English Department ◽  
School Life ◽  
Writing Teachers ◽  
Writing Class ◽  
Stage Process ◽  
The Subject ◽  
Campus Activities

For novice writer, choosing a topic to write can be a difficult stage process since there are many factors to consider. The process of choosing topic and factors contribute to those choices are important to investigate since it can inform the writing teachers and lecturers about possible topics they may bring to the writing class. In addition, the students’ topic choices and their motives provide valuable information for writing teachers and lecturers to understand the students’ writing process, especially pre writing stage, which is very important to consider in teaching writing. This case study reveals students’ choice on topics and their rationales for choosing those topics. Fifteen English department students who took part in an online writing forum for more than twelve weeks, Project Ibunka, were observed and interviewed. The results show that campus activities and friendship were the top two topics chosen by students regarding school life. Meanwhile, entertainment and Events&Spots dominated students’ choice when they were asked to write about cultural topics. On the subject of social theme, majority of students chose educational issues for their topic. Various rationales of students topics choices were also discovered such as students’ interest on the topic, students’ consideration of audience and familiarity on the topic.

IMPROVING STUDENTS’ WRITING RECOUNT ACHIEVEMENT THROUGH PEER REVIEW TECHNIQUE

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Nina Surya Rahman Nasution ◽  
Masitowarni Siregar
Keyword(s):  
Peer Review ◽  
Language Learners ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Teaching Writing ◽  
School Level ◽  
Level Of Education ◽  
Teachers And Students ◽  
The Subject ◽  
Thinking Process

Writing, regarded as a thinking process enables language learners to explore and transform their ideas into words in accurate and appropriate ways. Although it has been taught from the Elementary school level up to the higher level of education, English teachers and students encounter various challenges. For students, they still get difficulties in writing a text even after being taught. For teachers, correcting students’ writing increases their workload. Therefore, how to reduce the load of teaching writing and to decrease students’ difficulties in writing have become important problem to solve. Through applying a technique in teaching writing, this research aimed to explore whether the application of peer review technique can improve students’ achievement in writing recount text. The method applied in this research was a classroom action research. The subject of the research was X-4 class SMA Negeri 21 Medan. The instruments of collecting the data were writing tasks as quantitative data while observation sheet, questionnaire sheet, diary notes and interview as qualitative data. The finding showed that Peer Review Technique gives contribution to improve students’ achievement in writing recount text. Keywords: Achievement, Writing, Recount Text, Peer Review Technique

Improving Grade VII Students’ Achievement in Procedure Text Through Still Pictures

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Berta Ito Lubis And Tina Mariany Arifin
Keyword(s):  
Quantitative Data ◽  
English Teachers ◽  
Alternative Media ◽  
Teaching Writing ◽  
Writing Achievement ◽  
Total Percentage ◽  
Procedure Text ◽  
The Subject ◽  
Writing Tests ◽  
Orientation Test

This study was conducted as an attempt to improve students’ writing achievement in aprocedure text by using Still Pictures. The method of the study was Classroom ActionResearch with two cycles and six meetings. The subject of the study was the students ofGrade VII students’ MTs. S. Syahbuddin Mustafa Nauli. The research was conducted intwo cycles and each cycle consists of three meetings. The instruments for collectingdata were taken from writing tests as quantitative data. The result shows theimprovement of the students’ score from orientation test to Cycles I and II tests. Themean of the students’ score for orientation test as Test I was 50.41, Cycle I test was66.25, and Cycle II test was 85.41. The total percentage of the improvement fromOrientation test to Cycles I and II tests was 99.2 %. It can be concluded that the use ofStill Pictures improves students’ achievement in writing a procedure text. Thequalitative data taken from Observation Sheet and Diary Notes show that the students’were enthusiastic and attracted in writing a procedure text because the Still Picturesencourage their creativities and ideas to write better. For English teachers, it issuggested to use Still Pictures as one alternative media of teaching writing a proceduretext.

PERAN BAHASA INDONESIA DALAM PEMBELAJARAN TEMATIK TERPADU MELALUI PENDEKATAN SAINTIFIK

2017 ◽  
Vol 5 (2) ◽  
pp. 171
Author(s):  
Yusnawarni Yusnawarni
Keyword(s):  
Social Studies ◽  
Social Life ◽  
Primary Schools ◽  
Knowledge And Skills ◽  
New Learning ◽  
Scientific Approach ◽  
The Subject ◽  
Thematic Learning ◽  
Bahasa Indonesia

To commemorate the 21st century, a new learning model was designed in 2013 curriculum, in which there is a shift from teachers give knowledge to students become student must actively seek out knowledge from a variety of learning resources. In this case, the teacher acts as facilitators. Thus, language is a very central role, because the language should be in front of all other subjects. Curriculum 2013 imposed a thematic integrated learning which is no longer based subjects. Various subjects for primary schools (such as: Religion, Civics, Indonesian, Mathematics, Science, Social Studies, and so on) are integrated intoone book. The subject matter is not presented in textbook, but it presented in book thematics lesson, the themes are about nature, social life and culture. In this new curriculum, learning process is implemented by applying a scientific approach (observing, questioning, experimenting, associating, and networking) that includes three aspects such as attitudes, knowledge, and skills. So, how is the role of Indonesian in an integrated thematic learning by applying scientific approaches in primary schools in 2013 curriculum? By appying the method, the object of this paper is to gain preview about the role of Indonesian in 2013 curriculum that uses integrated thematic learning by scientific approach in primary schools.AbstrakUntuk menyongsong abad ke-21, model pembelajaran baru dirancang dalam Kurikulum 2013, yang di dalamnya terdapat pergeseran dari siswa diberi tahu menjadi siswa harus aktif mencari tahu ilmu pengetahuan dari berbagai sumber belajar. Dalam hal ini, guru berperan sebagai fasilitator. Dengan demikian, peran bahasa menjadi sangat sentral, karena bahasa harus berada di depan semua mata pelajaran lain. Kurikulum 2013 memberlakukan pembelajaran tematik terpadu yang tidak lagi berbasis mata pelajaran. Berbagai mata pelajaran untuk sekolah dasar (seperti: Agama, PPKN, Bahasa Indonesia, Matematika, IPA, IPS, dan sebagainya) diintegrasi menjadi satu buku. Materi pelajaran tidak disajikan dalam buku mata pelajaran, tetapi dalam buku tema pelajaran, baik tema alam, sosial, maupun budaya. Proses pembelajaran dalam kurikulum baru ini diimplementasikan melalui pendekatan saintifik (mengamati, menanya, menalar, mencoba, dan mengomunikasikan) yang mencakup tiga aspek, yaitu sikap, pengetahuan, dan keterampilan. Lalu, bagaimana peran bahasa Indonesia dalam pembelajaran tematik terpadu melalui pendekatan saintifik di sekolah dasar pada Kurikulum 2013 ini? Melaluimetode deskriptif, yang menjadi tujuan penulisan ini adalah mendapatkan gambaran mengenai peran bahasa Indonesia dalam Kurikulum 2013 yang menggunakan pembelajaran tematik terpadu melalui pendekatan saintifik di sekolah dasar.

A Reflexive Approach to Teaching Writing: Enablements and Constraints in Primary School Classrooms

2021 ◽  
pp. 074108832110055
Author(s):  
Mary Ryan ◽  
Maryam Khosronejad ◽  
Georgina Barton ◽  
Lisa Kervin ◽  
Debra Myhill
Keyword(s):  
Time Management ◽  
Deep Understanding ◽  
Writing Pedagogy ◽  
Teacher Talk ◽  
Teaching Writing ◽  
Writing Teachers ◽  
Teacher Interview ◽  
Approach To Teaching ◽  
High Level ◽  
Teaching Of Writing

Writing requires a high level of nuanced decision-making related to language, purpose, audience, and medium. Writing teachers thus need a deep understanding of language, process, and pedagogy, and of the interface between them. This article draws on reflexivity theory to interrogate the pedagogical priorities and perspectives of 19 writing teachers in primary classrooms across Australia. Data are composed of teacher interview transcripts and nuanced time analyses of classroom observation videos. Findings show that teachers experience both enabling and constraining conditions that emerge in different ways in different contexts. Enablements include high motivations to teach writing and a reflective and collaborative approach to practice. However, constraints were evident in areas of time management, dominance of teacher talk, teachers’ scope and confidence in their knowledge and practice, and a perceived lack of professional support for writing pedagogy. The article concludes with recommendations for a reflexive approach to managing these emergences in the teaching of writing.

Selected Demographic Variables, School Music Participation, and Achievement Test Scores of Urban Middle School Students

2008 ◽  
Vol 56 (2) ◽  
pp. 145-161 ◽  
Author(s):  
Daryl W. Kinney
Keyword(s):  
Middle School Students ◽  
Social Studies ◽  
Test Scores ◽  
Achievement Test ◽  
School Students ◽  
Urban Middle School ◽  
Band Students ◽  
8Th Grade ◽  
Grade Achievement ◽  
Urban Middle School Students

Nontransient 6th- and 8th-grade urban middle school students' achievement test scores were examined before (4th grade) and during (6th or 8th grade) enrollment in a performing ensemble. Ensemble participation (band, choir, none) and subject variables of socioeconomic status (SES) and home environment were considered. Fourth- and 6th-grade achievement tests consisted of Reading, Math, Citizenship and Science; 8th grade included Reading, Math, Social Studies, Science, and Language Arts. Analyses indicated significant differences yet small effect sizes for main effects of SES and ensemble participation. Higher SES students scored significantly higher on all subtests except 4th-, 6th-, and 8th-grade reading. Sixth-grade band students scored significantly higher than choir students and nonparticipants on every subtest of 6th- and 4th-grade achievement tests. Eighth-grade band students scored significantly higher than nonparticipants on 4th-grade Reading and Math and every subtest of the 8th-grade achievement test except Social Studies. Similar results for both cohorts suggest that band may attract higher achieving students from the outset and that test score differences remain stable over time.

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